Professionalization for Inclusive Mathematics Education: Challenges for Subject-Specific Teacher Education

Abstract

Although in Germany, there exists a long research tradition concerning common instruction and inclusive education, more research is needed concerning subject-matter-specific programs for inclusive teacher education. Whereas in the past, questions of coping with students with special needs have been dealt with mainly in special education, it becomes more and more the responsibility of the subject disciplines: Standards for teacher education, for pedagogy as well as for different subjects, and legal guidelines stress specific competencies for inclusive aspects. As a consequence, pre-service and in-service teacher education has to develop or adapt their programs. Moreover, attitudes and beliefs of future teachers should be considered, as mathematics might play a specific role as compared to other subjects. The chapter reports on the current project Professionalisierung für Vielfalt (Professionalization for Diversity). Within the project, inclusion is pursued as a common objective for all subjects and disciplines. In addition, sub-projects concentrate on selected subjects such as Inclusive Mathematics. For this sub-project, concepts and modules for teacher education will be developed, tried out, and reflected theoretically with respect to inclusive mathematics. The chapter presents the mathematics project’s aims and objectives, followed by data concerning primary teacher students’ existing experiences and beliefs with respect to inclusive mathematics. Moreover, the design and tryout of a first teacher education course will be shown.